Unit Plan Template

Stage 1 – Desired Results

Established Goal(s):

College and Career Readiness Anchor Standards for:

• 1. Reading
  • a. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
• 2. Writing
  • a. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
• 3. Speaking and Listening
  • a. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
• 4. Language
  • a. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Understanding(s):

Students will understand..

• 1. How to explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
• 2. Use a Venn Diagram to compare and contrast two or more characters, drawing on specific details in the text (e.g., how characters interact).

Essential Question(s): (help)

• What provocative questions will foster inquiry, understanding, and transfer of learning? Text Holder
• What key knowledge and skills will students acquire as a result of this unit? • What should they eventually be able to do as a result of such knowledge and skill?

Students will know...	Students will be able to...

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Stage 2 – Assessment Evidence

Performance Task(s):

• Through what authentic performance task(s) will students demonstrate the desired understandings? • By what criteria will “performances of understanding” be judged? Text Holder

Other Evidence:

• Through what other evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals, etc.) will students demonstrate achievement of the desired results? • How will students reflect upon and self-assess their learning? Text Holder

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Stage 3 – Learning Plan

Learning Activities:

Lesson #1
Goal: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Objective: Students will understand how to explain how scenes fits together to provide the overall structure of a particular story.
Learning Task:

• 1. Students will draw 2 scenes from the story and write an explanation based on those scenes that describe how they fit together
  • a. Read
  • b. Draw
  • c. Write

Instructional Tasks:

• 1. Use the RDW strategy to organize ideas from reading
• 2. Use the PLAN strategy to help students plan their writing
• 3. Use the TREE strategy to help them write
• 4. Re-read p. 16 - 18 and draw the scene (include characters, setting, and actions)
• 5. Re-read p. 22 - 24 and draw the scene (include characters, setting, and actions)
• 6. Analyze the actions in the two scenes and determine what they have in common
• 7. Use PLAN
• 8. Use TREE
• 9. Write paragraphs using VoiceThread
• 10. Honor students' writing by letting students reading several examples on VoiceThread

Assessment:

• 1. Provide students with an "I" RDW checklist
  • a. I reread p. 16 - 18 and drew a picture of the characters, setting, and actions
  • b. I reread p. 22 - 24 drew a picture of the characters, setting, and actions
  • c. I used the PLAN strategy to plan my writing
  • d. I used the TREE strategy to help me write
  • e. I shared my writing with my classmates using Voicethread

Wiggins, G. P., & McTighe, J. (2005). Understanding by design//. Association for Supervision & Curriculum Development.

Lesson #2:
Goal: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Objective: Students will use a Venn Diagram to compare and contrast two main characters while drawing specific details from the text.
Learning Task:
1. Students will construct a Venn Diagram to highlight the differences between Angeline and Omakayas.
2. Students will answer the essential questions:
-How are Omakayas and Angeline alike?
-How are the two sisters different from one another?
Instructional Tasks:
1. Guide students through the creation of the Venn Diagram while reminding them of the purpose of this graphic organizer; to compare and contrast.
2. Model: Return to the text to look for a specific example
Re-read page 10 together, calling on student volunteers to participate in shared reading.
Recall one comparison of the two girls using textual evidence. (ex. Angeline's steps are described as clear and graceful. However, Omakayas hops around excitedly like a frog.
Record the information on the Venn Diagram.
3. Students work with a partner to re-read the following selections while hunting for similarities and differences between the two sisters
*pages 15-18
*page 25
*page 34
4. Students will respond to the following prompt:
Using the Venn Diagram, write a summary of your findings in order to answer the essential questions: How are Angeline and Omakayas alike? How are they different?
Use evidence from the text to support your response
Assessment:
1. Students will self-assess with the following checklist:

• a. I drew a Venn Diagram
• b. I found at least one similarity and/or difference from pages 15-18 and recorded it appropriately in the graphic organizer
• c. I found at least one similarity and/or difference from page 25 and recorded it appropriately in the graphic organizer
• d. I found at least one similarity and/or difference from page 34 and recorded it appropriately in the graphic organizer
• **Extra points will be awarded for each additional example
• f. I wrote a response to the prompt describing:
  • (1.) at least 3 instances in which Angeline and Omakayas are different
  • (2.) one way in which the sisters are similar
  • (3.) I used examples from the text

Lesson #3:
Goal:
CCSS.ELA-LITERACY.CCRA.R.2Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Objective:
Determine a theme of a story from details in the text, including how characters in a story respond to challenges; summarize the text.
Learning Task:

1. About/Point Strategy while reading p. 82 - 88
   1. Paper

Instructional Tasks:

1. Pre-read p. 82 - 88 for homework
2. Whole class summary to refresh their memory
3. Setup About/Point Strategy on paper
4. Write 2 literal questions on the interactive whiteboard
5. Answer the questions by finding the answers in the text
   1. Write the answers in the About/Point section
6. Reread answers
7. Write summary

Assessment:

1. About/Point Strategy
   1. Setup Strategy properly
      1. Title of strategy
      2. About/Point section with numbered points
      3. Summary section
   2. Answers are taken from the text
   3. Summary is written with:
      1. Topic sentence
      2. Complete sentences
      3. Evidence from the text

Lesson #4:
Goal:
CCSS.ELA-LITERACY.CCRA.R.2
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Objective:
Describe how a narrator's point of view influences how events are described.

Learning Task:

1. About/Point Strategy while reading p. 102-104
2. Students write what their point of view is about plants and animals being able to communicate with humans.
3. So… what do you think Louise Erdrich thinks about plants and animals being able to communicate with humans?

Instructional Tasks:
a. Pre-read Chapter 7 for homework
b. Whole class summary to refresh their memory using the High Five strategy
c. Re-read pages 102-104 with a partner
d. Setup About/Point Strategy on paper
e. Write 2 literal questions on the interactive whiteboard

1. Does Nokomis hear the plants talk to her?
2. What do the plants say to Nokomis?
3. Do the plants talk to Omakayas?
4. Who talks to Omakayas?

• Answer the questions by finding the answers in the text
• Write the answers in the About/Point section
• Reread answers
• Write summary

Assessment:

1. Argument

1. Claim
   1. Erdrich believes that plants and animals can talk to humans
2. Evidence
   1. Plants talk to N
   2. Bears talk to O
3. Reasoning
   1. Some Native people believe that humans have supernatural powers.

Lesson #5:
Goal: Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.


Objective: Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of keywords and phrases.


Learning Task:

1. 
   1. Use post-it notes while reading p. 128
   2. Students write down words that they realize they don’t understand.

Read p. 128Instructional Tasks:

1. Teacher will model the “teacher-lack-of-knowledge” strategy for the students.
2. Students will read through the page and write down the words they realized they don’t understand on the post-its

Assessment:

1. Students have written down words (on post-its) from the book that they realized they didn’t know the meaning of.

Lesson #6
Goal: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Objective: Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

Context for Reading: Students will read p. 141 in chapter 10 in small groups

Learning Task:

1. Word Map

Instructional Tasks:

1. Build Word Map
2. Reread p. 141 looking for an unknown word
   1. Write unknown word on a post-it
3. Share words
4. Choose most common word to word map
   1. In this case, we chose contented
5. Complete the word map together

word map.jpg

Assessment:

1. In ovals, students will include
   1. New word + p. #
   2. Sentence from the book
   3. Definition
   4. Another
   5. Synonym
   6. Antonym
   7. Unique expression, association, example
   8. My original sentence

The student sample seen here addresses the objective by providing students with a new word study technique. Through the completion of this word map, students will determine the meaning of unknown words found within the text.









Lesson #7
Goal: Know and apply grade-level phonics and word analysis skills in decoding words.

Objective: Use combined knowledge of all letter-sound correspondences.

Learning Task:

1.	brick
2.	chick
3.	click
4.	kick
5.	lick
6.	pick
7.	quick
8.	sick
9.	stick
10	trick

1. Word Sort with spelling list above
   

Instructional Tasks:

1. Login to Spelling City
   
2. Navigate to 5th grade spelling words for week 14
   
3. Create a spelling sort by creating two categories
   
4. Sort spelling words into the categories
   

Screen Shot 2016-04-26 at 18.56.00.png

Assessment:

1. All words were spelled correctly
   
2. Words were sorted into two categories
   
3. Sorts were completed on paper